Themed Curriculum Lesson grade 7 |
This lesson plan is part of a vertical curriculum centered around the theme of entertainment.
Unit: Students will be reading the play form of Norton Juster's The Phantom Tollbooth by Susan Nanus. Throughout the unit our focus will be elements of theater, reading comprehension, and appreciation of figurative language forms. This lesson focuses on understanding idioms, a form of figurative language, for the purposes of greater comprehension and experiencing humor in a work of literature.
Lesson Title: Being Entertained by Idioms
Grade: 7
Lesson Introduction: Students have already learned the basic structure of a play. They have also learned and practiced identifying author's purpose. This lesson will deepen their understanding of author's purpose to entertain, using humor through idioms.
Core Curriculum Content Standards: Language Arts 3.1 Cross Curriculum Connections: Visual & Performing Arts1.3 Social Studies 6.3 Technology 8.1
Objectives
Materials
Scholastic Dictionary of Idioms: More Than 600 Phrases, Sayings, and Expressions by Marvin Terban Procedure: Day One
Anticipatory Set: Re-read several idioms from the play aloud to students. Ask if any of them have heard these phrases in places others than the play.
Activity1. Follow up: Define idiom or common expression, also referred to as figure of speech, as "colorful, familiar phrases whose meanings are popularly understood. These expressions are not meant to be taken literally and generally do not make sense when they are." (Prentice Hall Literature Copper, 1994) 2. Modeling: Re-word or further explain this definition. Explain using one of the examples from the play. Have students tell its meaning literally, and then give its figurative or understood definition. Record this information onto the chart (see hand out). Check for Understanding1. Guided Practice: Use the chart to continue this process for several other idioms in the play. This may be done in groups, pairs, or independently. Students may not know all of the figurative or understood definitions of these phrases. If so, the following websites translate idioms: http://home.t-online.de/home/toni.goeller/idiom_wm/ http://www.comenius.com/idioms/index.tpl Or you may find it helpful to have a copy of one of these books: GoEnglish.com Pocket English Idioms by Adam Sullivan and Rita Tseng. Scholastic Dictionary of Idioms: More Than 600 Phrases, Sayings, and Expressions by Marvin Terban 2. As students are working, discuss idioms they are working on and ask them to explain the literal and figurative meanings. 3. Review students' findings, fill in gaps in information, and give feedback. 4. Reinforcement: (Independent Practice/Homework) Have students visit the following website to become familiar with more idioms - http://www.funbrain.com/idioms/index.html 5. Closure: Review the definition of idiom, common expression, figure of speech. Ask students why sayings are not mean to be taken literally.
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Specific: · Students will be allowed and encouraged to work in pairs or groups. (Socially and Emotionally Disturbed)
Procedure: Day Two
Anticipatory Set: Ask students to describe what they find humorous when watching television, movies, or when reading. What situations are amusing to them? Are there certain words that are funny?
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